DSIB - Dubai International...
-
Upload
truongtruc -
Category
Documents
-
view
226 -
download
0
Transcript of DSIB - Dubai International...
1 Dubai International Academy - Inspection Report 2014-2015
CONTENTS
School Information ………………………………………………….……..………………………………………………….. 2
Parents’ Report ................................................................................................................................ 3
School Inspection Report ................................................................................................................. 9
Overall school judgement ................................................................................................................................10
Key strengths ....................................................................................................................................................10
Changes since the last inspection ....................................................................................................................10
Recommendations ............................................................................................................................................10
How good are the students’ attainment, progress and learning? .................................................................11
How good is the students’ personal and social development? .....................................................................14
How good are teaching and assessment?.......................................................................................................15
How well does the curriculum meet the educational needs of all students? ...............................................16
How well does the school protect and support students? .............................................................................18
How well does the school provide for students with special educational needs? .......................................18
How good are the leadership and management of the school? ...................................................................19
What are the views of the Principal, parents, teachers and students? .........................................................22
What happens next? .........................................................................................................................................23
How to contact us .............................................................................................................................................23
2 Dubai International Academy - Inspection Report 2014-2015
School information
General information
Location Emirates Hills
Type of school Private
Opening year of
school 2005
Website www.diadubai.com
Telephone 04-3684111
Address Emirates Hills, Dubai
Principal Pratibha Rao
Language of instruction
English
Inspection dates 9th - 12th February 2015
Students
Gender of students Boys and Girls
Age range 3-18
Grades or year
groups KG 1 - Year 13
Number of students on roll
2021
Number of children
in Pre-K 150
Number of Emirati
students 21
Number of students
with SEN 70
Largest nationality
group of students European
Teachers / Support staff
Number of teachers 170
Largest nationality
group of teachers British
Number of teacher
assistants 28
Teacher-student ratio
1:12
Number of guidance
counsellors 4
Teacher turnover 14%
Curriculum
Educational Permit IB
Main Curriculum /
Other IB
Standardised tests /
board exams
IB DP, MYP, IBT, CAT4
ASPECTS, PIPS
Accreditation IB, NEASC, CIS
4 Dubai International Academy - Inspection Report 2014-2015
Dear Parents,
Dubai International Academy was inspected by DSIB from 9th to 12th February, and the overall quality of
education provided by the school was found to be Good
In order to judge the overall quality of education provided by the school, inspectors considered six key
aspects of the school’s performance and standards. Inspectors looked at children’s attainment and progress
in five key subjects, their learning skills as well as their personal and social development. They judged how
effective teaching was across the school. Inspectors considered how well the school’s curriculum, including
activities inside and outside the classroom, met the educational needs of all children. They judged how well
the school protected and supported children. In addition inspectors judged the effectiveness of leadership
and governance, including management, staffing, facilities and resources.
The inspection judgements were drawn from a range of evidence gathered by the inspection team,
including observing children learning in lessons, looking at their work, talking with children, meetings with
staff, parents and governors, and reviewing the parents’ and teachers’ surveys.
5 Dubai International Academy - Inspection Report 2014-2015
The key strengths and areas for improvement to be made by the school leaders, governors and owners are:
Strengths
The outstanding provision in Kindergarten and the Diploma Programme had led to outstanding
outcomes in a range of subjects.
Students’ personal and social development and the provision for health and safety across all phases
were outstanding.
The quality of the curriculum across all phases was outstanding.
The quality of leadership, governance and relationships with parents were outstanding.
Areas for improvement
Share the outstanding practice that exists in the primary and middle phases to improve the
consistency of teaching, learning and assessment.
Improve self-evaluation and school improvement planning processes by using assessment data
aligned to international guidelines.
Hold school leaders to account for improved attainment and progress of students in Islamic
Education and Arabic language lessons.
We warmly encourage you to read the full school inspection report.
The school is required to submit to DSIB an action plan identifying the steps they will take to address the
areas for improvement. We have advised your school leaders to share this with you.
We trust that the information provided will help you understand, and encourages you to support, your
child’s school.
Yours sincerely,
Dubai Schools Inspection Bureau
Knowledge and Human Development Authority
6 Dubai International Academy - Inspection Report 2014-2015
A closer look at Dubai International Academy
How well does the school perform overall?
Overall, Dubai International Academy provided a ‘Good’ quality of education for its students.
Students’ attainment and progress was variable across key subjects and phases. It was generally
acceptable in Islamic Education and Arabic language, and was strongest in English where students in all phases made outstanding progress. Students in the Kindergarten and the Diploma Programme
(DP) were actively engaged in their learning. They had high levels of interaction and collaboration,
applied their leaning to the real world and actively developed the International Baccalaureate (IB)
Learner Profile attributes. Students’ personal and social development was outstanding across all phases.
Teaching and assessment in the Kindergarten and the DP were outstanding. There was consistent,
high quality, age-appropriate facilitation of learning and accurate assessment. Elsewhere teaching and assessment were good but there was inconsistent use of successful teaching strategies to
improve learning outcomes. In the Primary Years Programme (PYP) and the Middle Years Programme (MYP) inconsistent assessment restricted clarity of student’s levels of progress. The school did not
use results rigorously to compare students' outcomes against appropriate international expectations.
The quality of the curriculum to meet the educational needs of all students was outstanding. The school’s use of the Early Years Foundation Stage early learning goals, and the IB PYP, MYP and DP
curriculum programmes, ensured wide-ranging and balanced provision across all phases.
There was outstanding protection and support for all students. Students with special educational
needs were welcomed to this inclusive school.
The leadership, relationships with parents and the governance of the school were outstanding. However, some aspects of the school’s monitoring and evaluating of its performance, including
teaching and learning, required greater rigour and accuracy.
How well does the school provide for students with special educational needs?
The majority of students with special educational needs made at least good progress in English, mathematics and science, and acquired knowledge, skills and understanding that prepared them well
for their future careers. The school had a comprehensive admissions policy. However, it lacked reference to the identification
of children in the Kindergarten and omitted guidance for parents in considering an expert assessment
of their child’s needs. In the MYP and the DP curriculum, the modifications and accommodations were based on the needs
of each student, such as extra time for examinations or adjusted pace and content of lessons. The counsellor, learning support teacher and class teachers had developed modified strategies to manage
a range of challenging student behaviours.
7 Dubai International Academy - Inspection Report 2014-2015
1. How good are the students’ attainment, progress and learning skills?
KG PYP MYP DP
Islamic Education
Attainment Not Applicable Acceptable Good Good
Progress Not Applicable Acceptable Good Good
Arabic as a First
Language
Attainment Not Applicable Acceptable Acceptable Acceptable
Progress Not Applicable Acceptable Acceptable Acceptable
Arabic as an Additional
Language
Attainment Not Applicable Acceptable Acceptable Not Applicable
Progress Not Applicable Acceptable Acceptable Not Applicable
English
Attainment Good Good Outstanding Outstanding
Progress Outstanding Outstanding Outstanding Outstanding
Mathematics
Attainment Good Good Outstanding Good
Progress Outstanding Good Outstanding Good
Science
Attainment Good Good Good Outstanding
Progress Outstanding Good Good Good
KG PYP MYP DP
Learning skills Outstanding Good Good Outstanding
Improved from last inspection
Declined from last inspection
8 Dubai International Academy - Inspection Report 2014-2015
2. How good is the students’ personal and social development?
KG PYP MYP DP
Personal responsibility Outstanding Outstanding Outstanding Outstanding
Understanding of Islamic
values and awareness of Emirati and world cultures
Outstanding Outstanding Outstanding Outstanding
Community and environmental
responsibility Outstanding Outstanding Outstanding Outstanding
3. How good are teaching and assessment?
KG PYP MYP DP
Teaching for effective learning Outstanding Good Good Outstanding
Assessment Outstanding Good Good Outstanding
4. How well does the curriculum meet the educational needs of all students?
KG PYP MYP DP
Curriculum quality Outstanding Outstanding Outstanding Outstanding
Curriculum design to meet the
individual needs of students Outstanding Outstanding Outstanding Outstanding
5. How well does the school protect and support students?
KG PYP MYP DP
Health and safety Outstanding Outstanding Outstanding Outstanding
Quality of support Good Outstanding Outstanding Outstanding
6. How good are the leadership and management of the school?
All phases
The effectiveness of
leadership Outstanding
Self-evaluation and
improvement planning Good
Parents and the community Outstanding
Governance Outstanding
Management, staffing,
facilities and resources Outstanding
10 Dubai International Academy - Inspection Report 2014-2015
Overall school judgement
Good
Key strengths
The outstanding provision in the Kindergarten and the Diploma programme led to outstanding
outcomes in a range of subjects.
Students’ personal and social development were outstanding.
Health and safety provision was outstanding across all phases.
The quality of the curriculum was outstanding across all phases. The quality of leadership, governance and relationships with parents was outstanding.
Changes since the last inspection
The Kindergarten programme had been enhanced by curricular and personnel changes. Children now
made outstanding progress in all key subjects.
A more purposeful, planned approach to improve the quality of teaching and learning had been
implemented. The ‘Leaders of Learning’ programme had effectively complemented a range of staff
professional development opportunities and initial improvements were evident, particularly in the
Kindergarten.
Additions to enrich the curriculum were wide ranging and included a stronger alignment between
phases. The after school activities programme included an innovative and expanded ‘mother tongue programme’.
The strategic direction of the school had been reviewed and aligned to meet the needs of 21st Century learners.
Recommendations
Improve the consistency of teaching, learning and assessment in the PYP and the MYP by embedding the improvements already made and building on the examples of outstanding practice available in
both phases.
Improve self-evaluation and school improvement planning processes by accurately identifying key areas for development, using rigorously analysed and valid data benchmarked against international
guidelines. Ensure that the governing board holds school leaders to account for further improvement in the
attainment and progress of students in Islamic Education and Arabic language.
Improved from last inspection
Declined from last inspection
11 Dubai International Academy - Inspection Report 2014-2015
1. How good are the students’ attainment, progress and learning skills?
KG
Subjects Attainment Progress
Islamic Education Not Applicable Not Applicable
Arabic as a First Language Not Applicable Not Applicable
Arabic as an Additional Language Not Applicable Not Applicable
English Good Outstanding
Mathematics Good Outstanding
Science Good Outstanding
In English, the majority of children listened to one another’s stories with good levels of attention and
recall. They connected ideas and used a range of tenses. Most children used extended vocabulary
and explored the meaning and sounds of new words confidently. They wrote their own names and
constructed short meaningful sentences. In mathematics, the majority of children identified everyday applications they had observed. Most
children counted numbers in a particular pattern range, found which number was more or less and
matched it to the appropriate quantity of objects.
In science, the majority of children identified the five senses. They grouped fruits and other foods
into those with a sour or a sweet taste. Most children used scientific language to describe and classify living and non-living things, and to explain the life cycle of seeds and plants. When measuring
volume, mass and length in investigations they could predict, test and record the results accurately.
PYP
Subjects Attainment Progress
Islamic Education Acceptable Acceptable
Arabic as a First Language Acceptable Acceptable
Arabic as an Additional Language Acceptable Acceptable
English Good Outstanding
Mathematics Good Good
Science Good Good
In Islamic Education, most students had an adequate level of knowledge and skills. They could recall
the pillars of Islam and recite short prescribed verses of the Holy Qur’an. Most students made
acceptable progress acquiring knowledge of appropriate preparation for prayers. In Arabic as a first language, most students had secure listening skills. They spoke and read with
adequate fluency. Most were making expected progress in the development of comprehension skills and widening their vocabularies but progress was slower in the development of their writing skills.
In Arabic as an additional language, most students' listening and responding skills were in line with
curriculum expectations. They were able to understand the teachers' standard Arabic instructions
and explanations. A few were able to speak with confidence about familiar topics and were able to
independently write sentences. However, most writing was characterised by mistakes in spelling and grammatical structure.
12 Dubai International Academy - Inspection Report 2014-2015
In English, students’ reading skills were sufficiently well developed to enable them to use dictionaries and the internet competently. Students' writing showed a widening vocabulary and the majority
wrote with grammatical accuracy. Almost all students listened intently when others were expressing their views and they expressed their own ideas clearly.
In mathematics, students' knowledge and understanding of number, shape and space was secure
and they interpreted data well. From Year 1, students solved mathematical problems confidently. They applied their knowledge and reasoning increasingly well as they progressed through school,
especially when choosing the best ways to solve complex problems. The development of critical thinking was frequently good and occasionally outstanding. Progress was slower in some lessons
where work lacked challenge.
In science, students in Year 1 were able to use simple scientific terms to name the parts of plants. They could describe the functioning of the transport system in plant stems. By Year 6, they confidently
discussed nutritional values in relation to healthy eating and were able to evaluate the nutritional quality of their lunches. Students made good progress in their continued development of conceptual
understandings, investigative skills and critical thinking across the phase.
MYP
Subjects Attainment Progress
Islamic Education Good Good
Arabic as a First Language Acceptable Acceptable
Arabic as an Additional Language Acceptable Acceptable
English Outstanding Outstanding
Mathematics Outstanding Outstanding
Science Good Good
In Islamic Education, the majority of students had a secure knowledge of optional and obligatory prayers. Students’ ability to explain and refer to the Holy Qur’an was less secure. The majority of
students improved their knowledge and understanding of morals and values.
In Arabic as a first language, most students had adequate skills. Although students’ listening skills
were strong, their speaking skills were less well developed. Students’ writing skills were improving
at an acceptable rate but most students’ reading lacked fluency.
In Arabic as an additional language, most students' listening and responding skills were at expected
levels but their reading comprehension and creative writing skills were less developed. Most
students were able to understand the teachers' standard Arabic instructions. A few students were able to speak standard Arabic with accuracy and enter into dialogue with confidence.
In English, almost all students could read aloud with confidence. Most were able to extract
information from text and other sources, and identify key ideas when summarizing the main points.
However, weaknesses in comprehension slowed the progress of a minority. The writing of most students showed a firm grasp of grammar. The majority were able to develop logical arguments and
cite evidence to support a point of view. Most were able to develop their ideas through discussion
with other students and showed respect when listening to the views of others. In mathematics, students applied their knowledge and reasoning well in solving real life problems,
for example, using trigonometry to find out the height of cliffs and buildings. They generalised from
specific instances and worked out a mathematical rule from a series of examples in algebra. They
reasoned, justified, analysed and synthesised using precise and accurate mathematical language.
Almost all made outstanding progress. They chose work that regularly stretched their abilities.
13 Dubai International Academy - Inspection Report 2014-2015
In science, students were able to describe the action of forces and determine the resultant effect of two opposing forces through simple investigation and observation. Older students could describe and
draw the structures of simple atoms. They completed simple practical investigations, collected and analysed data and interpreted the results. They were able to account for errors or limitations in the
experimental procedure.
DP
Subjects Attainment Progress
Islamic Education Good Good
Arabic as a First Language Acceptable Acceptable
Arabic as an Additional Language Not Applicable Not Applicable
English Outstanding Outstanding
Mathematics Good Good
Science Outstanding Good
In Islamic Education, the majority of students were familiar with a wide range of Islamic morals and values such as patience and reverence. Students’ ability to explain and refer to the Holy Qur’an was
less secure. A majority of students had well-developed knowledge of the Prophets.
In Arabic as a first language, most students had adequate language skills. They were making
acceptable progress in developing their writing but their speaking and reading skills lacked accuracy
and fluency. In English, most students had well developed skills of literary analysis. They were able to read and
understand a wide range of increasingly demanding texts. Most were able to explain the use and
intended effects of different literary features. The writing of most was reasoned and persuasive, conveying complex perspectives. They made relevant connections and references to
contemporary events. Their speaking and listening skills were sufficiently well developed to enable confident participation in discussions of the work of different authors.
In mathematics, students made good progress but their attainment was variable. Occasionally,
progress was limited because the work was too easy for some and too difficult for others. In higher
year levels, most students understood why some mathematical strategies were more effective in
different situations and explained their choices clearly. Occasionally, a few students applied formulas
without having a clear understanding why they worked.
In science, students had a wide range of scientific knowledge, skills and understanding. By the end
of the DP most were able to design and carry out an investigation based on a hypothesis. They accurately collected, analysed and synthesised the resulting data, and communicated their results
and conclusions appropriately. Students maintained their good progress in developing enquiry,
research, investigation and critical thinking skills from the end of the MYP through the two years of
the DP.
14 Dubai International Academy - Inspection Report 2014-2015
KG PYP MYP DP
Learning skills Outstanding Good Good Outstanding
In most lessons, students were fully engaged, highly motivated and eager to learn. Most were able
to assess their learning and were acutely aware of their progress.
Most students collaborated effectively when working in groups. Through the sharing of ideas they contributed positively to each other's learning.
In most lessons, they could confidently apply their learning to real world contexts and make
connections between areas of learning. This was a particularly strong feature of outdoor learning in
the Kindergarten.
Students progressively developed enquiry, research and critical thinking skills, particularly in the Diploma Programme. These skills were less evident in lessons in the PYP and MYP, and in Islamic
Education and Arabic language lessons.
2. How good is the students’ personal and social development?
KG PYP MYP DP
Personal responsibility Outstanding Outstanding Outstanding Outstanding
Most students demonstrated an excellent sense of responsibility and positive relationships with each
other and with staff. Behaviour was exemplary in almost all lessons and during breaks.
Almost all students demonstrated excellent attitudes to learning. They were enthusiastic and highly motivated. They had very effective work ethics and demonstrated great pride in their school.
Children in the Kindergarten enjoyed school. They trusted their teachers and responded well to them,
as they did to their peers. Older students demonstrated a mature respect and sensitivity for others.
They were exemplary role models for younger students.
Healthy living was encouraged as an integral part of the school’s life. Students demonstrated good
understanding of healthy eating and actively participated in physical activities during breaks and after
school.
Attendance and punctuality were outstanding across all phases. Almost all students arrived promptly for the start of lessons each day.
KG PYP MYP DP
Understanding of Islamic
values and awareness of
Emirati and world cultures
Outstanding Outstanding Outstanding Outstanding
Almost all students identified and appreciated Islamic values. They spoke about them with admiration
and could articulate how Islamic values underpinned the development and growth of modern Dubai.
Most felt strongly that the UAE culture and its heritage deserved the utmost respect. They valued the freedom that living in Dubai offered and appreciated the fact that their own cultures were also
respected.
The school's mission statement and the international curriculum of the school endorse the
development of an appreciation of students’ own as well as other worldwide cultures.
15 Dubai International Academy - Inspection Report 2014-2015
KG PYP MYP DP
Community and environmental
responsibility Outstanding Outstanding Outstanding Outstanding
All students were responsible members of the school and local communities. Student action was
embedded in the PYP, the MYP and the DP frameworks. Many students were actively involved in a
variety of charitable projects, such as the schools’ ‘Give’ foundation, and students were entrusted with the annual determination of beneficiaries.
All students demonstrated a positive work ethic. Increased opportunities for student-led initiatives
would facilitate further student leadership.
Students were actively involved in caring for the environment and in supporting sustainability. The
schools Eco-Club was engaged in a variety of environmental projects, for which they had received a
Green Flag award.
3. How good are teaching and assessment?
KG PYP MYP DP
Teaching for effective learning Outstanding Good Good Outstanding
Most teachers had good subject knowledge, understood how students learn and were able to make
learning meaningful for students. Strong subject knowledge was a particular feature of teaching in
the DP. In the Kindergarten, most teachers demonstrated excellent subject knowledge and teaching
skills. They were adept at adapting key elements of both the PYP and EYFS to meet the children’s
needs.
Lessons were generally well planned to provide learning tasks that motivated and engaged students’
interest. Most lessons provided a suitable range of whole class and small group work, together with
opportunities for individual learning. In a few lessons in the PYP and the MYP, students were not
given sufficient opportunity to work independently and were too reliant on the teacher. The good quality of relationships between adults and students was a feature of almost all lessons. In
most lessons, teachers skillfully used questioning to probe students’ understanding and promote
curiosity and interest. However, in a few lessons, insufficient use was made of questioning to
challenge and extend students’ thinking.
In the majority of lessons, teaching strategies and the work set catered well for the range of student
abilities. Most teachers had high expectations of students’ progress and behavior.
Students were expected to take responsibility for their learning and be effective independent learners. The marking of students’ work was particularly good and students were provided with
opportunities to respond to teachers’ marking and to evaluate their own learning. The outstanding
learning environments in the Kindergarten were used well to encourage children to be self-confident
and inquisitive. In Arabic as a first language, teaching was inconsistent. In the majority of lessons,
expectations were too low and there were too few opportunities for students to develop spoken
Arabic.
16 Dubai International Academy - Inspection Report 2014-2015
KG PYP MYP DP
Assessment Outstanding Good Good Outstanding
In the Kindergarten, assessment practices were closely aligned to the school's curriculum. Children's
academic progress and personal and social development were closely tracked and analysed.
Assessments were used very effectively to guide lesson planning and were shared with parents to inform them of their child’s progress.
In most other phases, assessment practices provided clear information about students' academic development. Students’ progress was regularly checked and additional support was provided if
underachievement was identified. However, in Arabic and Islamic Education in particular, much of
the assessment information collected by teachers was inaccurate.
The school had introduced a wide range of international benchmarking procedures to assess students’
academic development. However, students' levels of attainment and progress in comparison to
international standards remained unclear, as results were not used consistently enough to make valid
comparisons.
In a limited number of subjects, the analysis of benchmarking data resulted in improvements to the curriculum and to teaching practices. However, this remained inconsistent across the school.
Most teachers had an accurate view of their students' strengths and areas for development. Many encouraged students to take responsibility themselves for choosing activities at a suitable level of
challenge and through ongoing support and skillful feedback, they promoted improvement. However,
in a number of other lessons, particularly in Islamic Education and science, the quality of feedback from teachers was inconsistent, and restricted progress. In the DP, teachers' detailed knowledge of
the assessment criteria and course requirements ensured students were prepared well for examinations.
In the Kindergarten, assessment was based on the systematic collection and interpretation of
information about what children knew, understood and could do. This enabled teachers to build on children’s existing knowledge, interests, and abilities. They carefully checked the progress children
were making over time and used this information to evaluate the effectiveness of teaching and the learning opportunities being provided. However, the assessment procedures for children with special
educational needs were not rigorous enough to enable children’s particular learning needs to be identified with total confidence. The information gathered on these children’s progress was mostly
anecdotal.
4. How well does the curriculum meet the educational needs of all students?
KG PYP MYP DP
Curriculum quality Outstanding Outstanding Outstanding Outstanding
The school had developed a comprehensive curriculum based on the IB frameworks. It was wide-ranging and balanced across all subjects. It provided many opportunities for students to develop and
demonstrate their subject skills, knowledge and understanding and in particular, to develop their
deep, critical thinking. The Kindergarten curriculum combined the PYP and the EYFS, which together
ensured outstanding provision that enabled children to develop their personalities, talents and
abilities to a high level, irrespective of ethnicity, culture, home language, learning difficulties,
disabilities or gender.
The curriculum was well-planned and structured. It facilitated smooth progression and transition
between programmes and Diploma Programme students were well prepared for the transition and
17 Dubai International Academy - Inspection Report 2014-2015
entry into further education. Recent additions included drama in the MYP and mother tongue courses
to meet the language needs of an increasingly diverse school population.
The curriculum, particularly the PYP Programme of Inquiry, was diverse and rich. It challenged students and enhancing their learning.
Cross-curricular links were evident in all phases of the school but were strongest in the Kindergarten
and the DP. There were opportunities for students to make links and transfer skills between subject areas both inside and out of the classroom.
The curriculum was reviewed regularly and modified where necessary in order to meet the academic and personal development needs of the students.
The Arabic as a first language curriculum had been enhanced by offering additional writing
opportunities and adequate resources were used to add interest and relevance for students. However, opportunities to develop their speaking skills were limited.
KG PYP MYP DP
Curriculum design to meet the
individual needs of students Outstanding Outstanding Outstanding Outstanding
The curriculum was skillfully designed to accommodate the wide range of students' needs. Second
language learners were well catered for. Specific support included the development of key vocabulary
and assessment of understanding. The school had identified a weakness in the literacy levels of boys
and had purchased a collection of 'boy-friendly' books to motivate them in their reading. The progress
of the most able students was logged and reviewed monthly. Support for lower attaining students by subject specialists in English and mathematics was frequently of high quality resulting in better
progress.
The curriculum for older students offered a wide range of choices. In the final two years of the MYP
students chose courses to meet their future aspirations. In the DP, students could choose to study
for Diploma Programme Certificate Courses well as the full Diploma Award. The school did not yet provide a choice of vocational courses for its senior students.
The school provided a wide range of popular extra-curricular activities, including sports and the arts. These contributed positively to students' personal and academic development. Close links were
forged with the wider world community through community service, for example, students built facilities offshore and raised funds locally to support the needy. The many links with the local
community enhanced students’ learning, for example, local professionals and parents enriched
younger children's understanding of the community they lived in. The school offered 2 sessions of 30 minutes per week for the 56 Arab students in the Kindergarten,
where the program included storytelling, letters, basic vocabulary and learning Arabic expressions.
18 Dubai International Academy - Inspection Report 2014-2015
5. How well does the school protect and support students?
KG PYP MYP DP
Health and safety Outstanding Outstanding Outstanding Outstanding
The school actively promoted its child protection policies and procedures to support students. Critical incident policies including ‘lock down’ and ‘clamp down’ had been developed and were about to be
implemented.
The school environment and facilities were safe, clean and meticulously maintained. They provided
a conducive physical learning environment. Regular safety drills were held. The health clinic’s record keeping was systematic and records and
medicines were securely stored. The school actively promoted healthy living: there were relevant
connections to the academic program and encouragement of physical activity, including sport in the after school program and the encouragement of students to cycle to school.
KG PYP MYP DP
Quality of support Good Outstanding Outstanding Outstanding
The outstanding quality of relationships between staff and students promoted positive behaviour and high levels of confidence and trust.
The outstanding management systems in the school encouraged an ethic of personal responsibility
and contributed to the excellent attendance figures and good punctuality habits. Children entering the Kindergarten were not adequately screened to identify those with a special
educational need and there was no written policy to guide parents on entry assessment procedures and support available.
Teachers held daily meetings to discuss strategies and accommodations for specific students and this
had resulted in good to outstanding progress in the key subjects. Accommodations were based on
the specific needs of the student, such as extra time for examinations or access to technology to
support positive learning outcomes when reading or writing.
Most students had ready access to counsellors who provided timely guidance and personal support.
High quality advice on career and further education options motivated students and provided them
with the confidence to improve and succeed in their own area of interest.
How well does the school provide for students with special educational needs?
Overall
The overall effectiveness
of provision for students
with special educational
needs
Good
Senior leaders were not sufficiently proactive in ensuring that a whole-school policy on identification
and support was developed and implemented.
19 Dubai International Academy - Inspection Report 2014-2015
The arrangements to identify students with special education needs was comprehensive in the MYP and the DP. Support was delivered in a range of settings. The procedures to accurately identify
children in the Kindergarten were underdeveloped and the steps taken by the school to guide parents in considering an expert assessment required greater rigour and clarification.
The accommodations and modifications in the MYP and the DP were based on the specific needs of each student, such as extra time for examinations, chunking and scaffolding of lessons and laptop
access. The counsellor, learning support teacher and class teachers had developed modified strategies for managing a range of challenging behaviours and they regularly reviewed and evaluated
the impact of their interventions.
The school had developed an extensive range of Individual Education Plans (IEPs) and parents were
invited to regular meetings to review the progress of their children.
The majority of students with special educational needs made good to outstanding progress in
English, mathematics and science and acquired knowledge, skills and understanding that prepared
them well for future careers.
6. How good are the leadership and management of the school?
Overall
The effectiveness of leadership Outstanding
The Principal and her senior leadership team shared an aspirational vision with the governors. It was
becoming well understood and embedded within the school and its community. It embraced all aspects required in a 21st century learning world. It proposed an education that was holistic, rigorous
and internationally aligned.
The leadership team had effectively pursued a distributive leadership model that embraced the
development of clear and consistent expectations and processes for teaching staff. The school’s quest
for higher levels of student attainment and progress had provided impetus for teams to work collegially on the required actions to improve the school. Key staff had been identified who were
able to model and mentor others through the innovative ‘Leaders for learning’ programme.
Staff relationships were professional. There was a developing harmony and cooperative approach.
There was greater coordination between phases, driven by a laudable corporate desire to improve
the learning outcomes of all students.
The school leaders had wisely assessed staff and recognised the need for targeted training to build
additional capacity. All teaching staff were capable of playing an active part in the school
improvement process and had been supported by comprehensive training. The impact of this was
becoming more evident.
The school leaders had yet to move toward the consistent use of valid and reliable data from international benchmark testing. The few available results were yet to enhance the school’s ability
to accurately track and identify improvements in student learning and this was an impediment to
school improvement.
20 Dubai International Academy - Inspection Report 2014-2015
Overall
Self-evaluation and improvement planning Good
The school’s self-evaluation process had involved staff as well as a wider audience of stakeholders.
The resulting documentation was detailed but lacked sufficient evaluative information to adequately identify the school’s strengths and key areas for future development. This impacted the effectiveness
of the school’s improvement plans.
A few departments were overly-optimistic in their views of students’ levels of attainment and
progress. They could not accurately evaluate students’ work because they had insufficient valid and
reliable international benchmark evidence. Senior leaders had designed a comprehensive teacher monitoring process with associated
documentation to assess the quality of teaching. Staff were therefore systematically assessed but the monitoring of teaching was not entirely accurate and some judgements were over-generous.
Professional development opportunities were numerous and helping to improve the quality of
teaching. Staff in the Kindergarten were exposed to training in curriculum standards and content and this ensured that most understood what was developmentally appropriate for children.
The school’s action plans were reviewed frequently to ensure a focus on targeted areas. However,
there were some inconsistencies in the identification of measurable targeted outcomes. Most UAE
National Agenda items had been addressed but there were remaining inconsistencies in the school’s
provision of Islamic Education, Arabic language and the quality of teaching, learning and assessment
in the PYP and MYP.
The school had been successful in addressing only some aspects of each of the previous inspection
report’s recommendations.
Overall
Parents and the community Outstanding
There was extensive involvement of parents in all facets of the school’s operations and parents were
highly attuned to all aspects of their child’s education. The school had actively pursued further
enhancements, including parents’ focus groups, an active and evolving parents’ association (Padia)
and the mother-tongue languages initiative. Regular communication via the electronic plus-portal ensured timely information on students’
progress. The school’s responsiveness to parental concerns was a noteworthy feature.
Reporting on students’ progress was regular. An enhanced reporting system in the PYP, which
provided more detailed information on students’ progress, was well supported by parents.
There were strengthening links and partnerships with regional International Baccalaureate schools, local businesses and companies.
21 Dubai International Academy - Inspection Report 2014-2015
Overall
Governance Outstanding
The governing board was ably complemented by the advisory council, comprising a broad range of
professional educators, parents, community representatives and school staff. Both were sharply attuned to the workings of the school, and its short and long term needs.
The advisory council was an effective conduit between the school and community. Its members were proactive and brought an astute perception and an informed understanding of the required future
pathway. They provided wise counsel to leadership on progress and community matters. The council
regularly conducted parent surveys and invited additional parental representatives to discuss
pertinent issues.
Links between school leaders and the advisory council were regular and strong. All council members
had a clear overview of the school’s daily management and classroom practices. Their quest was
improved educational outcomes. They had conducted a SWOT analysis as part of the review process
of the school’s mission, vision and strategic direction. All were acutely aware of the need for greater consistency, academic rigour and appropriate levels of challenge while maintaining the supportive
learning environment. The governing board oversaw the school’s work and held senior leaders to account for academic and
operational aspects although a sharper, more accurate quality of information about levels of students’
attainment and progress was required. Students of Islamic Education, Arabic language and those in the PYP and the MYP required the board’s support to ensure that they received the expected quality
of education.
Overall
Management, staffing, facilities and resources Outstanding
The management of the school's procedures and routines was effective and efficient, with the
exception of the collection and use of data to enhance teaching and learning.
All staff were well qualified and deployed appropriately. They had access to a range of professional
development activities to support and enhance their classroom practice.
The school facilities were of good quality and provided specialist rooms for the arts, design, technology, physical education, languages and science. However some specialist classes in the arts
were restricted due to insufficient space. All areas of the school were accessible by those with
physical disabilities. Teachers and students had made good use of display space to enhance the learning environment.
The learning resources were generally of good quality. The school provided a range of age-
appropriate e-learning tools, as well as supporting a ‘bring your own device’ programme in the
secondary school. The school’s library had a restricted range of Islamic Education and mother tongue
texts, including Arabic.
22 Dubai International Academy - Inspection Report 2014-2015
What are the views of the Principal, parents, teachers and students?
Before the inspection, the views of the Principal, parents, teachers and senior secondary students were surveyed. Key messages from each group were considered during the inspection and these helped to form
inspection judgements. A summary of the survey statistics and comments from those who responded to the survey follows:
Responses to the surveys
Responses received Number Percentage
Parents*
This year 433 31%
Last year 534 44%
Teachers 143 89%
Students 335 76%
Most teachers and students but only a minority of parents completed their surveys this year.
Most parents and students were satisfied with the quality of education provided in Dubai and by the
school.
Almost all parents and students felt that progress was good in English, while most felt that progress was good in both mathematics and science.
Parents and students were much less positive about progress in the Arabic language. Of those who could comment, the majority did not agree that there was good progress in Arabic as a first language
or as an additional language.
Almost all parents and students felt that there was a good range of learning skills developed and
most agreed that there was good teaching, which promoted good learning.
The majority of parents and students felt that the school provided sufficient careers education and
preparation for the next stages of education, and that it dealt well with bullying, and almost all
parents and students felt that the school offered a safe environment. Most parents and students felt that the school was well led and the majority of parents and students
felt that the school listened to their comments and acted on their views.
Teachers were happy with almost all aspects of the school’s provision and operations.
*The percentage of responses from parents is based on the number of families.
23 Dubai International Academy - Inspection Report 2014-2015
What happens next?
The school has been asked to prepare and submit an action plan to DSIB within two months of receiving
the inspection report. This should address:
recommendations from DSIB
areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school priorities arising from the school’s unique characteristics.
The next school inspection will report on changes made by the school.
Dubai Schools Inspection Bureau
Knowledge and Human Development Authority
How to contact us
If you have a concern or wish to comment on any aspect of this report, you should contact
Knowledge and Human Development Authority
P.O. Box 500008, UAE, Tel: +971-4-3640000, Fax: +971-4-3640001, [email protected], www.khda.gov.ae
COPYRIGHT © 2015